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All Journal Socia : Jurnal Ilmu-Ilmu Sosial Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Ilmiah WUNY Harmoni Sosial: Jurnal Pendidikan IPS Edukasi: Jurnal Pendidikan Journal of Education Technology Jurnal Pendidikan Kewarganegaraan SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktika: Jurnal Kependidikan Jurnal Kewarganegaraan Jurnal Kewarganegaraan Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Cakrawala Pendas Jurnal Pendidikan Transformatif Journal of Education Technology Information Social Sciences and Health The International Journal of Education Management and Sociology Jurnal Internasional EduBase: Journal of Basic Education Sriwijaya University Learning and Education International Journal Paramita: Historical Studies Journal Heritage: Journal of Social Studies
Sapriya
Universitas Pendidikan Indonesia
Religion Humanities Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Politics, Identity, and Education: A Historical Study of Civic Education Curriculum in Indonesia Mulia Sari; Sapriya; Rahmat
JURNAL PENDIDIKAN KEWARGANEGARAAN Volume 9 Nomor 2 Edisi Desember 2025
Publisher : UNIVERSITAS PGRI PONTIANAK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpkn.v9i2.9690

Abstract

This article examines how the complex relationship between politics, identity, and education in the history of civic education in Indonesian curriculum through a qualitative research method with a historical study approach. This research finds that the relationship between politics, identity, and education greatly influences how civic education is implemented in Indonesia. This is evident in the change of government followed by a change in the education curriculum which then also has an impact on changes in civic education. Therefore, patterns of government change always have an impact on the dynamics of the civic education curriculum. The material and implementation of civic education subjects are often adjusted to the vision and mission of the government in order to create citizens who identify and behave in accordance with the needs of the government in facing various challenges of nation and state in various eras of government. In conclusion, the name changes in civic education is not merely administrative, but rather reflect how civic education in Indonesia has always been synonymous with politic as a regime tool for legitimacy, identity to strengthen Pancasila as the foundation of the state, and education as a process of evolution from verbal indoctination to the formation of a more holistic democratic character of Indonesia citizens.
Beyond Classroom Discussion: Developing a Pancasila-Integrated Civil Discourse Model for Elementary Education Febri Fajar Pratama; Bunyamin Maftuh; Sapriya; Ma Arsenia C Gomez
Jurnal Kewarganegaraan Vol. 23 No. 2 (2026): September 2026
Publisher : Department of Pancasila and Civic Education, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114//jk.23.2.74344.528-549

Abstract

Discussions on Pancasila education in elementary schools have not been effective in encouraging students to express their opinions, provide reasons, and respond to differing viewpoints. This study aims to develop a Civil Discourse learning model integrated with Pancasila values for fifth-grade elementary school students. The study employs a research and development (R&D) approach using the Four-D (4D) model—which includes Define, Design, Develop, and Disseminate—with this article focusing on the first three stages. The Define stage involved five teachers and 171 students from four public elementary schools in Tasikmalaya City through observations, interviews, questionnaires, and document analysis. The Develop stage included validation by six experts and a limited pilot test conducted over two sessions. The results indicated that participation was uneven, students’ ability to provide reasons was still limited, and the integration of Pancasila values into their arguments was not yet optimal. The model was developed with six components, achieving 93.12% expert validation and feasibility rates of 93.33% and 94.16%. The model demonstrates initial feasibility and the feasibility of the learning process for further development and testing.
Social Studies Learning Innovation Using Deep Learning And Gamification ZEP Quiz Dina Siti Logayah; Sapriya; Retno Ayu Hardiyanti; Sopi Sopianti Nur Irvan
Jurnal Ilmiah WUNY Vol. 8 No. 1 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i1.95131

Abstract

Background: The digital era demands adaptive and innovative social studies education to move beyond conventional teacher-centered approaches that rely on memorization Objectives: This Community Service (PkM) activity aims to strengthen the capacity of social studies teachers in developing learning evaluation models based on deep learning and gamification using the ZEP Quiz platform. Method: The activity utilized a hands-on, participatory workshop method combined with a reflective mentoring approach, involving 134 social studies teachers from the MGMP IPS Bandung City. The procedure followed four systematic stages: preparation, implementation, evaluation, and follow-up. Result: Statistical analysis using the Wilcoxon Signed Rank Test showed a significant increase in teachers' understanding of deep learning concepts and digital pedagogical skills (p < 0.05). Teacher confidence in utilizing digital media rose significantly from 38% to 87% post-training. Furthermore, the workshop successfully produced 80 interactive quiz products ready for classroom implementation. Conclusion: This activity successfully achieved its targets by improving teacher professionalism, fostering a collaborative digital culture through the MGMP network, and encouraging sustainable innovation in technology-based social studies learning. Despite minor technical and time constraints, the program proves effective as a model for teacher professional development in the 21st century.
Co-Authors Aang Supriatna Abdul Azis Wahab Abhi Rachma Ramadhan Adit Yuliani Agus Mulyana Aim Abdul Karim Aim Abdulkarim Amiza Rezika Ani Siti Anisah Anindyta Fitriyani Asep Mahpudz Asti Yunita Benu Atep Sujana Bunyamin Maftuh Cecep Darmawan Dadang Sundawa Dadi Mulyati Darius Yonatan Nama Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Dede Iswandi Dina Siti Logayah Elly Malihah Ema Demalia Erlina Wiyanarti Ernawulan Syaodih Febri Fajar Pratama Gunawan Santoso Hendra Naldi Heronimus Delu Pingge Hubi, Zindan Baynal Husnul Fatihah Ihsan Ismi Adnin Kama Abdulhakam Karim Suryadi Karman Karyadi Hidayat Kokom Komalasari Kurnisar Ma Arsenia C Gomez Mamat Ruhimat Mamun Murod Mirwan Fikri Muhkam Mulia Sari Mulyani, Heny Murdiyah Winarti Muthaqin, Dwi Iman Nadia Afifa Nugraha Nana Supriatna Piki Setri Pernantah Pitria Sopianingsih Rahma Hayati Rahmat Raisa Anakotta Retno Ayu Hardiyanti Ridho Bayu Yefterson Rio Razab Isdendi Ronni Juwandi Ryan Prayogi Said Hamid Hasan septiani dwi Siska Gandari Sopi Sopianti Nur Irvan Suriaman Suriaman T Heru Nurgiansah T Heru Nurgiansah Tegar Pambudhi Uun Lionar Wahyu Sopandi Yelda Syafrina Yuhardi Zulfa Ajda Khoiriyah